Starting point are 318 primary schools in four Tanzanian districts, i.e. Mbulu DC (Manyara), Mbulu TC (Manyara), Karatu (Arusha) and Siha (Kilimanjaro).
We exclude 49 of these 318 schools for one or several of the following reasons: (i) the school is run by a private entity, or (ii) the school did not participate in the Standard Four National Examination 2018, or (iii) less than 10 students participated in the Standard Four National Examination, or (iv) the school has less than 6 teachers.
After this first pre-slection, 269 primary schools remain in our sample. We sort these 269 schools along an accessibility index incorporating an ordinal assessment by the District Education Offices and Google Map driving times to the district center. Based on this ranking, we exclude the 49 least accessible schools.
Following this preselection, 220 schools remain in our sample. For these 220 schools the District Education Officers provided us with name lists of all teachers that (regularly) teach math to 4th, 5th, 6th, or 7th graders. The District Education Officers, in consultation with the schools, designated one of the math teachers as "Program Teacher". While we did not communicate any specific selection criteria for these "Program Teachers" the purpose of doing so was well explained: Only one teacher per school, that is the "Program Teacher" will potentially be assigned to Treatment 1 (i.e. SITT), or Treatment 2 (i.e. SITT-D), or the Control Group. Moreover, we asked the involved authorities and the selected teacher to sign a "Declaration of Intent", specifying that we expect these "Program Teachers" (i) to remain in the same school until the end of school year 2021, (ii) and that they will teach the same class of 6th graders (as of 2020) until they reach the Primary School Leaving Examination in 2021.
Moreover, we use the list of math teachers provided by the District Education Officer to sample one additional teacher per school as participant in our math assessments. We aim to use the data obtained from these teachers for two purposes: First, to gain insights on the math content knowledge for a representative sample of math teachers (standard 4--standard 7) at the pre-selected schools. Second, to be able to measure peer-to-peer spillovers/multiplier effects at the SITT- and SITT-D-treatment schools.
This procedure yields a list of 440 math teachers from 220 different schools. 220 of these teachers, i.e. one per school, was designated as "Program Teacher"; these 220 teachers are randomly assigned to Treatment 1 (SITT, 65 "Program Teachers"), Treatment 2 (SITT-D, 65 "Program Teachers"), or the Control Group (90 "Program Teachers"). The random assignment was implemented with STATA, and we stratify on average test scores of students in the National Standardized Math Assessment in grade 7, teacher baseline test scores, region.
To assess the impact of the two interventions on the teachers' math content knowledge, a baseline assessment with the 440 teachers will be conducted in November 2019 and an endline assessment in November 2020. The scores of the "Program Teachers" will inform us on the direct impact of the interventions on the teachers' content knowledge, while the scores of the additional (regular) teachers allows us to measure potential spillovers.
To assess the impact of the interventions on the students' math abilities, we will rely on the standardized national assessments conducted with 4th-graders (NSFA, "baseline") and 7th-graders (PSLE, "endline") administered by the The National Examinations Council of Tanzania (NECTA).